Giáo án NLS Tiếng Anh 12 Global Success Unit 4 Reading: Urbanisation of Hà Nội

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: URBANISATION

LESSON 3: READING

I. OBJECTIVES 

1. Knowledge and skills 

By the end of the lesson, students will be able to:

• Activate prior knowledge about the urbanisation process of a city.
• Guess the meanings of words from context.
• Read for main ideas and sequence of a text about the urbanisation of Ha Noi.
• Scan for specific information to complete a comparison table.
• Use the language and ideas from the reading to express opinions and give reasons.

2. Competences

General competences:

• Self-control and independent learning: read individually and extract information.
• Communication and collaboration: work in pairs or groups to discuss and complete reading tasks.

Specific competences:

• Apply reading strategies such as skimming for main ideas and scanning for specific details (numbers, nouns).
• Identify and accurately use vocabulary related to urbanisation (e.g., residents, colonial, gradually, modernise, concern).

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes. 
• [3.1.NC1a]: Apply methods for creating and editing content in different formats.
• [5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Awareness: Understand the dynamic changes of the capital city and the impacts (both positive and negative) of urbanisation on city life.
• Appreciation: Respect the historical heritage while embracing the modern development of Ha Noi.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital collaboration tools (Google Docs/Padlet/Mentimeter), AI Assistant access (ChatGPT/Gemini).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets with internet access.

III. PROCEDURES

1. WARM-UP 

a. Objective: To spark curiosity, activate background knowledge about Ha Noi's demographic and physical changes, and prepare students for scanning specific information in the reading text. 

b. Content: Students complete a predicting task called "Mission: The Number Game". 

c. Product: Students' logical guesses and hypotheses regarding what specific numbers represent in the context of Ha Noi. 

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher divides the class into 4 groups.

- Teacher introduces the mission: Today, we are going to look at the urbanisation of our capital, Ha Noi. Your mission is to decode some historical and current data. I will give you 5 numbers. You have 3 minutes to discuss in your groups and guess what these numbers represent regarding Ha Noi's development.

- Teacher uses a smart TV to display a live interactive quiz on Mentimeter/Kahoot with 5 numbers (1954, 152, 530,000, 2,000, 8,000,000).

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Ss use their smartphones to access the quiz via a QR code. They work in groups, discussing and submitting their guesses electronically.

- Ss are encouraged to use an AI Chatbot (like ChatGPT/Gemini) on their phones to verify their guesses rapidly.

- The teacher observes, encouraging them to think about the differences between the past and the present.

Step 3: Reporting and Discussion

- Teacher projects the live results on the screen.

- Expected guesses:1954 is a year; 530,000 and 8,000,000 are the population in the past and present; 152 and 2,000 might be the area size or number of buildings.

Step 4: Evaluation

- Teacher praises the groups for their logical thinking and creativity.

- Teacher leads directly into the lesson: You have made some excellent hypotheses! To find out which group's 'Number Detectives' are the most accurate, we are going to dive into today's reading text. Let's open your books to Lesson 3: Reading – Urbanisation of Ha Noi.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[6.2.NC1a]: Integrate AI tools into existing workflows. Students use Generative AI apps on their smartphones to quickly cross-check historical data and demographic numbers about Ha Noi during their brainstorming process.

2. PRESENTATION 

URBANISATION OF HA NOI

Activity 1: Work in pairs. Look at the pictures in the article in 2 below. Discuss the following questions. 

a. Objective: To activate prior knowledge about the topic and get Ss involved in the lesson. 

b. Content: Students look at pictures in the textbook, discuss what they see, and what the pictures tell them about Ha Noi and people's life. 

c. Product: Students' verbal descriptions of the past and present of Ha Noi based on visual cues. 

d. Organization:

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Activity 2: Read the article. Choose the correct meanings of the highlighted words. 

a. Objective: To help Ss practise guessing the meanings of words from context. 

b. Content: Students read the text for an overall idea, focus on highlighted words, and choose the correct meanings. 

c. Product: Students' correct choices for the meanings of the vocabulary words. 

d. Organization:

Activity 3: Read the article again. Put the main ideas in the order they appear in the article.

a. Objective: To help Ss practise reading for main ideas and sequence. 

b. Content: Students skim each section of the article and match them with the appropriate summarizing phrases. 

c. Product: Correct matching of main ideas to the corresponding paragraphs. 

d. Organization:

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Activity 4: Read the article again and complete the table using no more than THREE words and/or a number for each gap.

a. Objective: To help Ss practise reading for specific information. 

b. Content: Students read the article again to complete a comparison table using no more than THREE words/numbers. 

c. Product: Completed table with accurate specific details from the text. 

d. Organization:

Activity 5: Work in pairs. Discuss the following questions: Which one do you prefer to live in: Ha Noi in the past or Ha Noi at present? Why? 

a. Objective: To help Ss use the language and ideas from the reading to express opinions and give reasons. 

b. Content: Students discuss which version of Ha Noi they prefer to live in (past or present) and why. 

c. Product: Students' verbal arguments supporting their personal preferences using lesson vocabulary. 

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and factual information learned from the reading text through rigorous, varied exercise formats suitable for Grade 12 students.

b. Content: Students complete a two-task mission titled "Urbanisation Insights" focusing on Word Formation and Factual Error Correction.

c. Products: Students' correctly filled worksheets.

d. Organization:

Mission 1: Urbanisation Insights

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms). 

- Teacher sets a time limit of 7 minutes for both tasks.

Step 2: Students perform learning tasks 

- Students work individually on their devices to select and type the basic answers into the interactive worksheet. 

- Teacher observes, guides, and ensures students are not looking at the original text for Task 2 to test their memory and comprehension.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises. 

- Teacher invites students to go to the board to write their answers.

- Expected Answers: 

Task 1: 1. modernisation, 2. residents, 3. colonial, 4. gradually, 5. concern.

Task 2:

1. massive city à small city

2. over 2,000 sq km à about 152 sq km

3. metro à bicycles / trams

4. entirely modern / skyscrapers à  low-rise / colonial-style

5. stopped changing / decreased à expanded / increased (or grown to over 8 million)

Step 4: Evaluation

- Teacher provides feedback, thoroughly explains the grammar rules for the word forms in Task 1, and reviews the correct facts for Task 2.

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-12-textbook-unit-4-urbanisation-25086for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact. 

4. APPLICATION 

a. Objective: To help students synthesize comparison data and apply lesson vocabulary into a creative, visual format that enhances their digital literacy and summarization skills. 

b. Content: Students carry out a home-based design project called "Mission: Urban Data Designer". 

c. Product: A digital or hand-drawn comparative infographic. 

d. Organization:

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